REPORT – A TRANSFORMATIONAL WORKSHOP FOR GIRL CADETS

The session started at 1000 hrs on Sunday (27 Feb 2022). The link was sent in SSKG Manikarnika group, which is meant for all girl cadets including Boarders, Day Scholars and Lady Staff.

Dr Parul Pareek Madam, addressed the session by taking the confidence of girl cadets, by simple questionnaire technique.

The following important topics are covered.

(a) Meaning of Life
(b) Stage of life
(c) Menstrual cycle
(d) Breast budding
(e) Growth of pubic and underarm hair
(f) Friendship challenges
(g) Expression of emotions
(h) Peer pressure
(i) Parental conflict
(j) Self regulation
(k) Good touch at bad touch
(l) Mindfulness
(m) Meditation
(n) Life skills.

The entire session was highly interactive. Girl cadets were highly motivated by both teachers and Dr Parul Madam to ask about their doubts .questions/queries. The session was of four hours and the details as follows:-

Section Time Participants

I 1000 to 1300 hrs VI to XII & Lady teachers

II 1330 to 1440 hrs IX to Class XII & Lady teachers.

The session was very interesting because of presentation of meaningful videos and PPTs.

A REPORT ON TEACHING EFFECTIVE WRITING SKILLS:

A WEBINAR ON PROCESS WRITING

ON: 26 FEB 2022 AT 4PM

SPEAKER : MR. ANDREW STEELE ,HEAD OF TEACHING AND TRAINING,BURLINGTON

PARTICIPANTS:

Mr ASHOKAN N V ,

Mr B A RAJGOLKAR,

Mr RAGHAVENDRA RAJE URS B

Ms SREELEKHA V S

DISCUSSION :ON THE SCHEMATIC NUANCES OF TEACHING IN VIEW OF INTRODUCING PROCESS METHOD OF WRITING

1. INTRODUCTION – as an ice breaking session, the resource person sought the opinion from the participants pertaining to their teaching strategies to cull out the points   inorder to drive home the idea that process method of writing is effective as compared to product method of writing

2. DEVELOPMENT

2. 1 Definition and conceptualization of both product and process method of writing

2.2 Listing out the strategies and steps involved

2.3 Pragmatic implementation of process method with reference to the lesson on letter writing

a) Selection of a text/ identify a elements of language

b) strategies/drafting –individual ,group

c) reviewing-peer assessment, teacher assessment, assessment sheet based on rubrics

d) Re-editing and the publication of both teachers and students

e) Reflection and modification

3. Assessment

a)Teacher’s assessment

b) Peer assessment

eg : Pyramid of Politeness and Sandwich Assessment

4. BENEFITS OF PROCESS WRITING:

Fosters Creativity: Unlike product writing, process writing does not have a model text as the starting point. That means that learners have the chance to use their previous knowledge and start thinking about a text based on the ideas that they come up with. When planning to use a process approach to writing, however, it is important to think about what type of text - or textual genre - the students will be asked to produce. If learners need to write a narrative, an article or an essay, focusing on ideas first might be a good choice. However, if the genre conventions are very fixed, like in e-mails, formal letters, or reports, a product approach to writing might be more suitable.

Encourages Collaborative Work: Most stages of process writing allow for group work and peer collaboration. Learners can work together while they generate and select ideas - they might end up many more ideas in the pre-writing phase if this is done collaboratively. Feedback is of paramount importance when writing is seen as a process. As learners can (and should!) write multiple drafts when this approach is adopted, feedback is present throughout. Instead of being provided by the teacher only, there is room for peer feedback and peer correction.

5.CONCLUSION:

If you ask does the process writing approach have a significant effect on the essay writing performance of the participants?

Yes, process writing approach helps in paragraph writing in a very positive and significant way as process writing approach focuses on the process of text construction, many aspects that are central to writing. It would improve the cadets' thinking because they know how to think about what to write, and analyse a text added to the brainstorming activities. As a part of a class activity it can be used to raise awareness of how a text has been planned and organized, hence significantly improve the writing performance of cadets.

By Members of English Department

SVS-

RGR-

BR-

ANV-